How to create problem situations to improve the effectiveness of mathematics teaching in primary schools?
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The Creation of Problem Situation in Primary School Mathematics
Based on Chinese and foreign mathematics education theories, mathematics curriculum standards and primary school students' cognitive level, this paper summarizes the experience of internship, lists the problems existing in creating problem situations in primary school mathematics classroom, and expounds how to create effective problem situations. Keywords: new curriculum reform, primary school mathematics classroom, mathematics problem situation
Friedenthal, a famous Dutch mathematician and mathematics educator, put forward the theory of realistic mathematics education as early as 1990s. Two important features of this theory are: Situational problem is the platform of mathematics teaching, and mathematization is the goal of mathematics education. 1
New lesson
Cheng Reform also strongly advocates situational teaching to link knowledge with life. The problem is the core of mathematics, so the mathematical problem situation, which is processed from real life material or story or problem material and endowed with mathematical knowledge, is more and more widely used in primary school mathematics classroom.
Mathematical problem situations can be "shopping problems in shopping malls", "little monkeys sharing peaches", or fairy tales such as "tortoise and rabbit race". In primary school, we generally say that it is a problem material that primary school students like to hear. However, problem situations also have advantages and disadvantages. Appropriate problem situations can stimulate students' interest and motivation in learning and promote students to have cognitive conflicts, so as to ask questions, solve problems and acquire mathematical knowledge. On the surface, some problem situations look diverse and eye-catching, but in fact, their contents are one-sided, or they have little connection with the content of mathematics, and the transition from problems to mathematical knowledge is blunt and hasty. Some people even think that after watching some pictures and videos in a math class, even after playing a game, students seem to be very active, but they don't remember much of the knowledge they really need to master.
Undeniably, with the promotion of the new curriculum reform, situational teaching combined with problems has gradually penetrated into primary school teaching. However, in the actual mathematics classroom, many teachers do not accurately understand the idea of new curriculum reform, and there are also some problems and deficiencies in creating problem situations.
Therefore, teachers should follow certain principles and use some methods suitable for students' cognitive development to create effective problem situations.
1 the problem of creating problem situations in teaching
1. 1 creates an overly formal situation.
Situational teaching is a highlight of the new curriculum reform, and the introduction of a lot of knowledge and the solution of problems in textbooks are carried out in certain situations. However, under the background of the new curriculum reform in full swing, there are also many formal problem situations. These problem situations are mixed with too much information unrelated to mathematics, and teachers are too eager for an active classroom atmosphere. On the surface, students seem to be learning happily.
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But we can't help asking: Is it necessary to create this situation? Has the students' mathematical thinking ability improved?
Example 1 In the teaching of the first volume of "Animal Gathering" in grade two, the teacher created such a situation: multimedia played a video of small animals holding their own fruits together, and the picture was vivid and realistic.
Teacher: "What is the Animal Party about? Let's take a look. This is an interesting question. Let's see who will come to the party. "
Health 1: "There are birds." Health 2: "There are squirrels." Health 3: "There are rabbits and monkeys."
Teacher: "All the animals in the forest have come to the party. What mathematical information can be obtained by observation and what mathematical questions can be raised? "
Health 4: I don't know how many birds there are in a * * *. "(Three 3s add up to 33) Health 5: How many peaches did the little monkey * * * bring? "(3 sixes can be written as 6).
Teacher: "From the above questions, we can find that many problems in life can be solved by multiplication, so students must learn multiplication well."
The video of animal gathering looks attractive on the surface, but I don't think it is necessary to design this situation. Because students have been exposed to several additions in life in the last two classes, they can write several examples of multiplication and basically master its algorithm. The content of animal party is to review and consolidate the significance of multiplication. Teachers spend a lot of time to create similar situations as before, and students' thinking level will not be developed.
The situation created by 1.2 lacks authenticity and does not conform to the reality of life.
Although some teachers create situations from life, they are too theoretical and lack necessary assumptions, which widens the distance between mathematics and reality.
Example 2 In the teaching of Mathematics Wide Angle, the first volume of the fourth grade, a teacher created such a situation: an oven can bake at most two cakes at a time, and both sides of the cakes need to be baked for the same time. How to bake three cakes in the shortest time now?
The best way for students to explore is to bake the first and second cakes first.
Satisfied, please adopt.
Why should we create "problem situation" in senior high school mathematics teaching? In the final analysis, the purpose of creating problem-based situational teaching is to mobilize students' initiative, cooperation and inquiry, truly realize the interaction between teachers and students in the teaching process, and achieve the purpose of "learning from each other".
What are the advantages of creating problem situations in primary school mathematics? Develop imagination, develop brain ability and improve understanding ability.
How to effectively create classroom situational teaching and improve the quality of primary school mathematics teaching is the best teacher. From the analysis of situational factors that affect learning, a strong interest can greatly promote students' learning, understanding knowledge and stimulating learning motivation. Psychological research shows: "The closer the content of students' learning is to the life background that students are familiar with, the higher the degree of students' intuitive acceptance of knowledge." Therefore, as long as mathematics teaching is closely linked with students' actual and living environment, starting from students' experience and existing knowledge, we can dig up life materials in textbooks and create vivid and interesting situations that are conducive to students' autonomous learning and cooperative communication, so that a bridge can be built between teaching content and students' curiosity, and students can learn mathematics in problem-related situations, and observe, operate, guess, verify, induce, reason, communicate and verify. So, how can we stimulate students' interest and attract their attention in classroom learning? Let's talk about some of my experiences. The key to arouse students' interest and arouse their enthusiasm is to pay attention to effective lead-in and lay a good foundation for classroom teaching. Lead-in is an important link that affects the effect of classroom teaching. Carefully creating the introduction of teaching situations can quickly concentrate students' attention. Only in this way can students' thinking be effectively opened and their association and inquiry be stimulated. For example, in order to fully stimulate students' interest, in the teaching of "Who bought it cheaply", we combine the content and create scenarios to let students experience the buying and selling process personally. I asked each group to buy the same product in different supermarkets with money. Of course, the price tags of the two "supermarkets" are different. Finally, students have to calculate the unit price of products in the process of "buying" for comparison. In this way, through careful conception and clever and effective introduction, students can focus on the classroom, arouse their strong desire for knowledge, stimulate their strong interest in learning, and let them learn actively and feel the charm of mathematics. Therefore, a well-designed lead-in mode is to lay a good foundation for classroom teaching. In fact, there are many methods of classroom import, such as situation import, story import, clever game import, media import, practical operation import and so on. In the introduction of educational and teaching knowledge, we should use it flexibly according to the teaching tasks, specific teaching contents, the age characteristics and psychological characteristics of primary school students, and give full play to the great role of "introduction" to stimulate curiosity, arouse students' positive thinking and attract students' attention in class. Second, scenario creation emphasizes practicality, cultivates application consciousness, allows students to participate in the whole process of mathematics learning activities, explores the mystery of mathematics knowledge in operation activities, and thus obtains basic mathematics knowledge and basic mathematics skills. Mathematics curriculum standards clearly point out that "we should learn useful mathematics and valuable mathematics", which requires that the knowledge we have learned should be closely linked with real life. Starting from students' life experience and existing knowledge and experience, we should create vivid and interesting situations, enhance the consciousness of applying mathematics, solve practical problems with the mathematical knowledge we have learned, and achieve the purpose of applying what we have learned. Therefore, teachers should try their best to make students' learning applied in daily life. This requires us to work hard. After teaching the corresponding knowledge, students can be provided with some opportunities by creating scenarios, so that they can apply them in their daily lives and experience the fun of success in the process of solving problems. For example, in the teaching of "Understanding Corner", I ask students to observe the physical objects that are familiar with the corner in daily life, such as red scarf, so that students can get the perceptual knowledge of the corner by perceiving the physical objects. Then the teacher guides the students to touch and draw a picture to observe, discover and explore the characteristics of the angle. Finally, let the students talk about the angles of things around them. Students have deepened their understanding and closely linked mathematics with life. For example, after learning the understanding of meters and centimeters, organize students to measure how high the table is. How tall are the students themselves? And other activities, create life situations, experience the role of mathematics, cultivate students' awareness of applying mathematical knowledge to real life and serving real life, and effectively stimulate students' interest. Thirdly, the interest of scenario creation is conducive to stimulating students' interest in learning. Teachers can create a pleasant and vivid teaching environment, choose things and activities that students are interested in from familiar life situations, and make mathematics learning a pleasure and enjoyment. So when teaching, we create scenes that make them feel interesting and challenging, and can arouse their curiosity and competitiveness. For example, we can make full use of the theme map of textbooks to stimulate students' interest through stories, games and other methods. It can also make students operate and use audio-visual media more, integrate form, sound, color and light, create dynamic teaching situations, make boring knowledge vivid, stimulate students' interest in learning mathematics in a lively classroom atmosphere, fully mobilize students' enthusiasm for learning, stimulate students' interest in learning, and produce a desire to acquire new knowledge. Fourth, the creation of the scene should pay attention to the combination of students' reality. We know that mathematics comes from life, and there is mathematics everywhere in life. Mathematics teaching should not only consider the characteristics of mathematics itself, but also follow the psychological laws of students learning mathematics. Our teaching should combine students' life experience and existing knowledge to create a scene, design an interesting and meaningful teaching scene close to students' life reality, combine materials related to teaching content with students' life situation, adopt activities that students are familiar with and interested in, make students realize that there is mathematics around them, feel the closeness of mathematics problems and learning, naturally improve their interest in learning mathematics, effectively stimulate students' existing knowledge reserves and emotional cognition, stimulate students' interest in inquiry, and produce teaching and learning. Fifth, the situation creation should pay attention to inquiry teaching. Inquiry refers to the learning process that starts from students' learning and life experience, creates situations, and under the guidance of teachers, allows students to discover, study and solve problems through conscious efforts, and use the learned knowledge and skills to explain or solve practical problems. Therefore, the core element of inquiry learning is the problem. Teachers must fully consider students' learning content, learning environment, academic ability and other factors when creating inquiry situations, so that students with different intelligence can find suitable inquiry methods. In addition, no matter how the society develops and changes, the essence of mathematics learning cannot be changed. In teaching, we should emphasize mathematics in scenario creation, not just pursue vivid scenes in superficial form, but create problem scenarios according to the characteristics of teaching materials and mathematical knowledge, so that inquiry learning can achieve practical results in classroom teaching. Sixth, the creation of scenes should reflect the cultural value of mathematics. In previous mathematics teaching, we paid more attention to what students should "learn" and "know". It seems that mathematics has always left the impression that it is boring and unattractive, but mathematics itself has a great role and cultural value in the history of human development. Mathematics teaching should bear the important responsibility of conveying mathematics culture to students, let students know the occurrence and development of mathematics in the creation of scenes, and truly appreciate the interesting, broad and broad nature of mathematics, as well as its connotation and value, so as to love mathematics and stimulate students' interest in learning mathematics. Seven, the scene creation should run through the whole classroom teaching. The teaching process is essentially a process of information transmission between teachers and students, including information transmission in emotional system and cognitive system. In teaching methods, students should be induced to take the initiative to explore, have a positive learning attitude, a strong interest in learning, a firm will to learn, and a growing self-confidence in learning. This is the driving force and the result of learning, which not only has an effect on students' current study, but also affects their future life. Therefore, teaching design and teaching practice should be reflected in normal classroom teaching. The situation created in the learning process should be based on the existing mathematical knowledge at any time and place, so that the teaching content of the whole classroom teaching can be brought into life and students' interest in learning can be continuously stimulated. The natural combination of life materials and the whole classroom teaching can greatly improve classroom efficiency, make students love learning and mathematics, and cultivate their ability to solve and improve problems with their own thinking and knowledge. In short, students' initiative and enthusiasm in learning depends largely on their emotions. In teaching, teachers should try their best to create learning situations to stimulate students' strong interest in learning and thirst for knowledge. Under the guidance of new standards and new ideas, we should carefully design teaching situations suitable for students according to local conditions, so that situation creation can run through the whole classroom teaching. Only in the classroom can teachers create a good situation for students to think positively, and it will run through the whole teaching, so that the teaching process will always attract students' attention and stimulate students' learning motivation, only the students themselves.
How to create a phased summary in the situational teaching of mathematics problems in primary schools? Combine the things around primary school students, strengthen intuitive teaching, and make a phased summary in the process of familiarity.